Appendix 1 – Stained Glass
Date: March 6, 2010
Title of the Lesson: Religion, illiterate majority and art
Curriculum Area: Gr. 4 - Social Studies and Art
Unit of Study: Medieval Times
Background Information: Where does this lesson fit into your overall unit plan – introductory, middle, culminating?
This lesson fits into the middle of the Medieval unit. After the importance of religion and how it shaped life has
been introduced. A study of art and architecture, the focus of subject matter in relation to religion in the lives of
medieval people will be the focus of this lesson.
Learning Expectations: What skills, knowledge, attitudes/values do you expect your students to learn?
Students will learn continue to learn of the importance of religion to medieval peoples lives, culture and art and of
stained glass artistry in connection to churches, cathedrals, synagogues and mosques during the medieval time.
That as an art form, stained glass reached it’s height during the medieval age and was used, as well as sculptures
and friezes, to pictorially show stories of the bible to the illiterate and non Latin speaking masses of the Western
world and to decorate synagogues and mosques.
Assessment Strategies: How will you assess the learning expectations?
Observation
Learning Log/Journal
Presentation/Performance
Anecdotal Notes
Self-assessment
Audio/Video/Tech. Presentation
Work Samples
Peer-Assessment
Project:
Interview/Conference
Rubric
Oral Reports
Checklist
Indicators: How will you know that your students have achieved the expectations? What will achievment look like?
Work will meet checklest requirements and tie to what is learned in the unit; stories in stained glass.
Accommodations: How will you change the lesson to meet the needs of individual students?
Increase time, space, amount
Scribe
Use manipulatives
Decrease
Oral explanation
Include visuals
Change
Peer tutor/Partner
Extend
Materials/Resources: What will you need to prepare in advance?
Teacher Resources
Human Resources
Student Materials
- Teacher can either use
multimedia (overhead
slides) of medieval stained
glass windows or print and
mount examples to view
for the lesson and post
around the room during
the unit
Personal Notes/Reminders/Homework/Other Considerations:
Equipment
- Stained glass windows
on pictures slides &
overhead projector or
printed examples of
stained glass windows
- Black construction paper
- Scissors
- Multicoloured tissue
paper
- Glue sticks
DELIVERING THE LESSON
Timing
Grouping*
W
S
Mental Set:
I
Imagine you couldn’t read or write at all not even your name. And
you didn’t speak the same language as your teacher. How could
you communicate important information to each other?
W
Sharing the Purpose/Objectives:
W
Brief discussion on prior learning related to the importance of
religion on daily life during the medieval period. Discuss that the
majority of the population was illiterate and religion was presented
in Latin.
Question: how would could share information to each other –
through pictures and sculpture.
Body: (Input, Modeling, Check for Understanding, Guided Practice,
Independent Practice)
W
-
-
I
-
I
-
T
Provide visual examples of stained glass windows,
sculptures and friezes
Explain what being represented by each
View and discuss what stories are depicted in various
images of stained glass - good examples – Canterbury
Cathedral, Chartres Cathedral, Notre Dame, Sultan Hussan
Mosque
Explain we will be creating our own stained glass
Have student’s select a scene from a book they liked from
the in-class medieval book library
Explain the process of making their stained glass (see
additional notes below)
Student’s complete their stained glass (provide medieval
dance music or Gregorian chants music to listen to if the
students would like music to work to).
Students provide a half page write-up on what story or
scene their stained glass picture represents
-
Once completed allow drying time
-
(Once dry mount all students stained glass pictures onto a
window in the classroom (Done after class when students
are not present. They arrive the next day for a surprise!)
Closure:
W
-
Allow students to view the stained glass on comment and
provide feedback on what they see, what they like
*Grouping: W = Whole Class; S = Small Groups; I = Independent; T = Teacher
Materials/Resources
Appendix 1 – Stained Glass
Additional Notes:
Art Activity Notes:
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Provide one piece of black construction paper to each student – cut into at least a 12”x8” rectangle
The black construction paper can be larger than 12”x8”, they can also be square or round depending on the
students preference
Provide multicoloured tissue paper for students, distributed as per teachers discretion
Students will outline with pencil the area they wish to apply colour to, leaving a black edge or “piping” between
colours or elements
Once the scene has been drawn, students can cut out the black pieces in preparation for the tissue paper
Coloured tissue paper is than glued to the back of the black construction paper until the picture design is
completed
Allow drying time and mount to classroom window
Picture example of black edges with colour centres:
It can be as intricate and detailed as the student’s artistic ability allows
Appendix 1 – Stained Glass
ASSESSMENT
Indicator
Assignment was completed on time
Stained glass is presented to the best of the students artistic
ability
Image represents material learned in the unit
Image is presented in a clean and thoughtful manner
Half page write up is include with stained glass
Write-up is related to image produced for stained glass
The content of the write up shows student's understanding of the
material learned in the unit
Write-up is free of errors in spelling
Yes
No